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A Guide to Managing and Leading School Operations: The Principal's Field Manual

Author: Jerome Cranston
Abstract: This book fills a gap in the training of educational leaders by orienting them to the vitally important business operations required to run a school including personnel, finances, and risk.
Publisher: Rowman & Littlefield Publishers
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A Holistic Approach For Cultural Change: Character Education for Ages 13-15

Author: Marc Levitt
Abstract: Marc Levitt's A Holistic Approach for Cultural Change: Character Education for Ages 13-15 asks educators to consider how our contemporary curriculum and pedagogy supports isolation and competition, rather than our goals for school culture change. Mr. Levitt explores themes such as 'vengeance,' 'prejudice,' 'communications in relationships,' 'trapping oneself in past behaviors,' 'respecting one's heritage,' and 'learning to embrace one's own story' through his original stories. Suggestions for curriculum and pedagogical changes follow, helping educators share the larger personal and social implications of Mr. Levitt’s stories, while teaching and demonstrating how we are ‘All in it Together’. A Holistic Approach for School-Based Culture Change: Character Education for Ages 13-15helps educators build a caring and socially intelligent community of students in a way that is neither 'preachy' nor condescending, acknowledging and encouraging our ‘mutuality of interests.
Publisher: Rowman & Littlefield Publishers
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A Literature of Questions: Nonfiction for the Critical Child

Author: Joe Sutliff Sanders
Abstract: The first book to theorize children’s nonfiction from a literary perspective, A Literature of Questions explains how the genre speaks in unique ways to its young readers, inviting them to the project of understanding. It lays out a series of techniques for analysis, then applies and nuances through extensive close readings and case studies of books from the past half century.
Publisher: U
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Agency, Structure and the NEET Policy Problem: The Experiences of Young People

Author: Ian Thurlby-Campbell
Author: Leslie Bell
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For many years, government policy has associated young people 'being NEET' (Not in Education, Employment or Training) with educational underachievement, worklessness, generational poverty, poor health, antisocial behaviour, and reduced life expectancies. Researchers and policymakers continue to debate whether young people become NEET as a result of their own choices (i.e. their personal agency), or as a result of external factors (i.e. social, political and economic structures). Most recognise that the truth is somewhere between the two, but a clear understanding of how each interacts in causing young people to become NEET has so far been elusive, making the development of effective policy and practice problematic. Agency, Structure and the NEET Policy Problem makes headway against this problem through an original approach that draws on social cognitive theory and the lived experiences of young people themselves.

 

Publisher: Bloomsbury
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Ambitious Science Teaching

Author: Mark Windschitl
Author: Jessica Thompson
Author: Melissa Braaten
Abstract: Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Publisher: Harvard Education Press
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An Alternate Pragmatism for Going Public

Author: Jim Webber
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An Alternate Pragmatism for Going Public interrogates composition’s most prominent responses to contemporary K–16 education reform. By “going public,” teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition’s professional imperative for self-defense only partly fulfils the broader aims of “going public,” which include fostering public participation that can assess and potentially affirm the public good of professional judgment.

Drawing on the pragmatic/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists’ expertise but also expands opportunities for publics to authorize this expertise. While this public inquiry and engagement may not safeguard professional standing against neoliberal reform, it reorients composition toward an equally important goal, enabling publics to gauge the adequacy of the educational standardization so often advocated by contemporary reform.

An Alternate Pragmatism for Going Public shows how public engagement can serve composition’s efforts related to “going public.”

Publisher: Utah State University Press
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Best Practices in Professional Learning and Teacher Preparation in Gifted Education

Editor: Angela M. Novak
Editor: Christine L. Weber
Abstract: Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume focuses on a variety of techniques and methods in professional development. From reflection practices, to using case studies, to incorporating technology, authors provide specific tools and resources to consider when delivering effective professional development related to this specific population of learners.
Publisher: Prufrock
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By the Light of the Silvery Moon: Teacher Moonlighting and the Dark Side of Teachers' Work

Editor: Eleanor J. Blair
Abstract: By the Light of the Silvery Moon is the first book to provide a thorough review of the research on the topic of teacher moonlighting, looking deeply into the intricate workings of a profession that is at least imperiled or, in the best of scenarios, a profession that is in transition. Teachers play a critical role in society, so teaching needs to be a sustainable profession where teachers may still moonlight, but the opportunities to expand the status as well as the content and context of their work are unlimited. This book will fill an important gap in the literature by bringing together the research and situating it within a broader conversation about teachers’ work.
Publisher: Myers Education Press
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Celebrity, Aspiration and Contemporary Youth: Education and Inequality in an Era of Austerity

Author: Heather Mendick
Author: Kim Allen
Author: Laura Harvey
Author: Aisha Ahmad
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Celebrity, Aspiration and Contemporary Youth uses the lens of celebrity to explore how young people think about their futures under austerity. Based on an interdisciplinary study, the book offers fresh insights into contemporary youth aspirations and inequalities. It helps us to understand young people's transitions into adulthood at a time of socio-economic 'crisis'. Using young people's 'celebrity talk' to explore their aspirations, the authors challenge stereotypes of young people as a fame-hungry, get-rich-quick generation. Instead, they show how young people engage critically with celebrity and its discourses. Key chapters focus on how young people talk about youth, work, authenticity, success, happiness, money and fame in relation to their own lives and those of celebrities. Each of these chapters contains a case study of an international celebrity, including, Beyoncé, Will Smith, Bill Gates, Prince Harry and Kim Kardashian. The authors conclude with possibilities for social change. They show that celebrity offers an important way of working with young people to critically explore what futures are possible and for whom.

Publisher: Bloomsbury
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Changing the Status Quo: Courage to Challenge the Education System

Author: Scott D. Wurdinger
Abstract: Assessment, technology, and racial discrimination are three status quos that negatively impact the way educators teach and how students learn. The education system must change and courage is required to speak out against ideas and practices that do not work so we can improve learning for all students.
Publisher: Rowman & Littlefield Publishers
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Childcare, Early Education and Social Inequality: An International Perspective (Edulife Lifelong Learning series)

Author: Hans-Peter Blossfeld
Editor: Nevena Kulic
Editor: Jan Skopek
Editor: Moris Triventi
Abstract: Recognizing that social change over recent decades has strengthened the need for early childhood education and care, this book seeks to answer what role this plays in creating and compensating for social inequalities in educational attainment. Compiling 13 cross-national and multidisciplinary empirical studies on three interrelated topics, this book explores how families from different social backgrounds decide between types of childcare, how important parental care and resources at home are for children's educational success and the consequences of early education and care for children's diverging educational destinies. Analysing a currently neglected area in sociological research, expert contributors employ the most recent country-specific longitudinal datasets in order to provide an up-to-date portrayal of the patterns and mechanisms of early educational inequality. With its extended analytical window ranging from short- to long-term educational outcomes this book will undoubtedly appeal to students and scholars in the fields of childcare, education, and social inequality. It also contains important suggestions and evidence for practitioners and policymakers trying to combat inequality in educational opportunities.
Publisher: Edulife Lifelong Learning
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Children at the Center: Transforming Early Childhood Education in the Boston Public Schools

Author: Betty Bardige
Author: Megina Baker
Author: Ben Mardell
Abstract: Children at the Center provides a closely observed account of a decade-long effort to reshape the scope, direction, and quality of the Boston Public Schools’ early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by the program and share lessons learned.  They show how the Boston Public Schools Department of Early Childhood was able to work with and against the constraints of the current accountability system to create a holistic, child-centered, play-based program that has had a significant impact in narrowing income-based learning gaps.
Publisher: Harvard Education Press
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Collaborative School Leadership: Managing a Group of Schools

Author: David Middlewood
Author: Ian Abbott
Author: Sue Robinson
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Collaborative School Leadership investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership, including: executive leadership, school-to-school collaboration, federations, alliances, and academy chains. Using case studies, points of reflection, and further reading and summaries, this volume emphasizes how skills and approaches used by leaders of single schools are not automatically transferable to the leadership of several schools and proposes possible ways forward for leadership and consider potential implications for education systems as a whole.

Publisher: Bloomsbury
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Commitment and Common Sense: Leading Education Reform in Massachusetts

Author: David P. Driscoll
Abstract: Commitment and Common Sense tells the inside story of how Massachusetts became a national model for education. Twelve years after the passage of the state’s comprehensive education reform law in 1993, Bay State student scores rose to the top of “the nation’s report card” (the National Assessment of Educational Progress) in fourth- and eighth-grade reading and math—and have stayed there ever since. This book is full of lively anecdotes and wisdom born from experience in the trenches of education politics at local, state, and national levels. Driscoll offers unique insights for current and future education leaders interested in learning more about the keys to Massachusetts’s success and understanding of the power of state policy to effect change.
Publisher: Harvard Education Press
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Competency-Based Education: A New Architecture for K-12 Schooling

Author: Rose L. Colby
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Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools. Based on pioneering work across multiple states, the book shows how educators can design central elements of competency-based education—including performance tasks, personal learning plans, and grading systems—to meet the needs and interests of all students. The book incorporates case studies and voices from the field, and examines the variety of competency models that schools have adopted, highlighting the benefits for students.

 

Publisher: H
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Creating Joyful Classrooms: A Positive Response to Testing and Accountability in the Elementary School

Author: Sarah M. Butzin
Abstract: Creating Joyful Classrooms is a practical response to the malaise in America’s schools created by high stakes testing, disrespect for the teaching profession, and resources being redirected to charter schools and private school vouchers. Classroom teachers feel helpless and students feel hapless. Joy has left the building. This book offers the antidote to return joy and passion to teaching and learning. Whether a beginning teacher or a seasoned veteran, this book shows the way back to timeless child-centered best practices that engage young children and increase academic achievement. As joyful classrooms multiply, their success will drive out the poisonous rancor of cynicism and despair to become beacons of hope for children everywhere. This book also makes the case for changing the status quo in the elementary school. The standard traditional grade school is failing to meet the needs of children growing up in the information age. Elementary schools must evolve into multi-grade, multi-dimensional safe havens that challenge children academically, while remembering to cherish childhood. Based upon the theory of invitational education, this book provides specific strategies, along with classroom management tools, to create highly engaging classrooms for young children. It also offers inspiring stories of heroic teachers who beat the odds to bring joy back to school. It’s not too late for a better tomorrow.
Publisher: Rowman & Littlefield
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Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education

Editor: Kathryn Brynes
Editor: Jane Dalton
Editor: Elizabeth Hope Dorman
Abstract: Cultivating a Culture of Learning illustrates practice from a variety of teacher education programs. Authors share their first-hand experience of cultivating a culture of learning as teacher educators. The insights and challenges are shared to stimulate conversation and engender future pedagogy and research in contemplative education.
Publisher: Rowman & Littlefield Publishers
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Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning

Author: Mark J. Lattery
Abstract: Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the "coherence versus fragmentation" debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.
Publisher: Information Age
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Designing Gifted Education Programs and Services: From Purpose to Implementation

Author: Scott J. Peters
Abstract: This book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.
Publisher: Prufrock Press
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Developing the Expertise of Primary and Elementary Classroom Teachers: Professional Learning for a Changing World

Author: Tony Eaude
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Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude uses international research and the experiences of teachers at different career phases to indicate that primary classroom teachers with a high level of expertise adopt a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores why a deep understanding of how young children learn, the ability to create an inclusive environment, relationships of care and trust and teachers who are attuned to children are essential. Eaude argues that to develop qualities such as confidence and resilience, to exercise informed intuition and to create a robust professional identity, many constraints on manifesting expertise, some of which are emotional, some more structural, must be overcome.

Drawing on the research on professional learning, Eaude shows that these abilities and qualities are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. The need for supportive professional learning communities and for policy which encourages primary classroom teachers' enthusiasm, creativity and willingness to innovate is emphasised and an enriched apprenticeship model – using a variety of processes, including observation of other teachers, practice, mentoring, case studies and discussion – is advocated.

Publisher: Bloomsbury
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Digital Personalization in Early Childhood: Impact on Childhood

Author: Natalia Kucirkova
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Digital personalization is an emerging interdisciplinary research field, with application to a variety of areas including design, education and publication industry. This book focuses on children's education and literacy resources, which have undergone important changes with the 'personalization revolution' in the early 21st century.

The author develops original insights from educational research and her own studies concerned with digital and non-digital personalization, to discuss in a clear and critical way the thinking, research issues and practical implications of this new field. She scrutinises the character of technology-based personalized education to substantiate the claim that the current models of personalized education tend to be technology- and business-driven, with little pedagogical understanding of the social value of personalization. Research involving touchscreens, personalized books and 2-8-year olds is interrogated for its impact on children's development of language, creativity, identity, as well as family dynamics and classroom dialogue. The literature available on digital and non-digital personalization is discussed in relation to five key themes of personalized education, the so-called 5As: autonomy, authorship, aesthetics, attachment and authenticity. It is argued that the 5As need to be anchored in humanist principles for a sustainable pedagogy and practice. Based on the insights from research with typically and atypically developing children, Kucirkova proposes personalised pluralisation, as a pedagogical framework of personalized education for the future. The book aims to help scholars and professionals understand the connections between personalization and literacy, personalization and education, and personalization and wider socio-moral issues.

Publisher: Bloomsbury
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Digital Technologies in Early Childhood Art: Enabling Playful Experiences

Author: Mona Sakr
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Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions.

Publisher: Bloomsbury
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Doing PDS: Stories and Strategies from Successful Clinically Rich Practice

Editor: Keli Garas-York
Editor: Pixita del Prado Hill
Editor: Leslie K. Day
Editor: Kim Truesdell
Editor: Susan Kellers-Mathers
Abstract: SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized.
Publisher: Information Age
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Education in Mexico, Central America and the Latin Caribbean

Editor: C. M. Posner
Editor: Christopher Martin
Editor: Ana Patricia Elvir
Abstract: Education in Mexico, Central America and the Latin Caribbean examines the development and practice of education in México, Costa Rica, Cuba, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Nicaragua and Panamá. The chapters, written by local experts, provide an overview of the structure, aims and purposes of education in each of these ten countries with very different socio-economic backgrounds. The authors present curriculum standards, pedagogy, evaluation, accountability and delivery, discussing both how the formal systems are structured and how they actually function. The volume explores the origins of proposed reforms and their implementation, emphasising the distinctiveness of each country and attempting to locate new practices that could lead to better education.
Publisher: Bloomsbury
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Education in South Asia and the Indian Ocean Islands

Editor: Hema Letchamanan
Editor: Debotri Dhar
Abstract: Education in South Asia and the Indian Ocean Islands is a critical reference guide to development of education in Bangladesh, Bhutan, India, Nepal, Sri Lanka, Comoros Islands, Maldives, Mauritius, Seychelles and Zanzibar. The chapters provide an overview of the education system in each country, focusing particularly on contemporary education policies and some of the problems countries in this region face during the processes of development. Key themes include the practice of implementation of educational policy and the impact of global and local educational decisions on societies. Due to the demographic scale and the cultural diversity of India, the volume contains a particularly extensive coverage of the distinctive educational issues in this country.
Publisher: Bloomsbury
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Education in the Arab World

Editor: Serra Kirdar
Abstract: Education in the Arab World is a critical reference guide to development of education in Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, the United Arab Emirates and Yemen. The chapters, written by local experts, provide an overview of the education system in each country, as well as discussion of educational reforms and socio-economic and political issues. Including a comparative introduction to the issues facing education in the region as a whole, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Publisher: Bloomsbury
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Educational Entrepreneurship Today

Editor: Frederick M. Hess
Editor: Michael Q. McShane
Abstract: In Educational Entrepreneurship Today, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field—including the development and deployment of new technologies—and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation.

In a time of increasing polarization around education policy, this timely, frank, and insightful volume shows how we can begin to create systems in which entrepreneurial ideas and fresh thinking are welcomed, constructively employed, and held accountable for the public good.
Publisher: Harvard Education Press
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Educational Leadership for a More Sustainable World

Author: Mike Bottery
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Educational Leadership for a More Sustainable World argues that current crises in educational policies and practice, including the recruitment and retention of educational leaders, ultimately derive from the interactions between four key challenges which also underpin current global and societal issues of sustainability: A culture of consumption; Global energy demands; Climate change; and Emerging population patterns.

Mike Bottery argues that problems in dealing with these four global challenges, as well as many crises in education, are in large part due to a failure to appreciate their complex interactions and effects, and of the need for sufficiently complex responses. The result is that many policies in many areas hinder rather than facilitate appropriate solutions.

Publisher: Bloomsbury
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Educational Transitions in Post-Revolutionary Spaces: Islam, Security, and Social Movements in Tunisia

Author: Tavis D. Jules
Author: Teresa Barton
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Educational Transitions in Post-Revolutionary Spaces explores the transformation of the education system in Tunisia following the Jasmine Revolution, the first of a wave of revolutions known as the Arab Spring.

The authors provide a detailed account of how Tunisia's robust education system shaped and sparked the conflict as educated youth became disgruntled with their economic conditions. Exploring themes such as radicalization, gender, activism and social media, the chapters map out the steps occurring during transitions from authoritarian rule to democracy.

Educational Transitions in Post-Revolutionary Spaces traces the origins of the conflict and revolution in societal issues, including unemployment, inequality and poverty, and explores how Islam and security influenced the transition. The book not only offers a thorough understanding of the role of youth in the revolution and how they were shaped by Tunisia's educational system. Crucially, it provides a comprehensive understating of theoretical and methodological insights needed to study educational transitions in other post-revolutionary contexts.

Publisher: Bloomsbury
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Emmy Noether's Wonderful Theorem

Author: Dwight E. Neuenschwander
Abstract: In Dwight E. Neuenschwander’s new edition of Emmy Noether’s Wonderful Theorem, readers will encounter an updated explanation of Noether’s "first" theorem. The discussion of local gauge invariance has been expanded into a detailed presentation of the motivation, proof, and applications of the "second" theorem, including Noether’s resolution of concerns about general relativity. Other refinements in the new edition include an enlarged biography of Emmy Noether’s life and work, parallels drawn between the present approach and Noether’s original 1918 paper, and a summary of the logic behind Noether’s theorem.
Publisher: Johns Hopkins University Press
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